IDENTIFYING DATA 2016_17
Subject (*) COMMUNICATIVE AND INTERCULTURAL COMPETENCE IN A FOREIGN LANGUAGE Code 11234222
Study programme
Bachelor's Degree in Primary Education (2009)
 Cycle 1st
Descriptors Credits Type Year Period
6 Optional 2Q
Language
Anglès
Department English and German Studies
Coordinator
SIERRA ESCOBAR, JESUS
 E-mail jesus.sierra@urv.cat
Lecturers
SIERRA ESCOBAR, JESUS
Web
General description and relevant information The aim of this course is to stimulate and promote, in a useful and active way, students' oral communicative competence in foreign language in order to develop successful speaking skills and be able to establish good communication habits at school, as well as to expose different contents closely related to the English culture which, together with their prior knowledge, will enrich their training as education professionals.

Competences
Type A Code Competences Specific
 MI3 Ser capaç de planificar, avaluar i desenvolupar activitats d'ensenyament-aprenentatge d'un idioma com a llengua estrangera a l'educació primària.
 MI4 Utilitzar les habilitats docents bàsiques en l'ensenyament-aprenentatge d'un idioma com a llegua estrangera en l'educació primària.
Type B Code Competences Transversal
 B3 Critical, logical and creative thinking, and an ability to innovate
Type C Code Competences Nuclear
 C1 Have an intermediate mastery of a foreign language, preferably English

Learning outcomes
Type A Code Learning outcomes
 MI3 Duu a terme activitats grupals/individuals, tenint en compte els continguts culturals apresos i aplicant principis d’innovació.
 MI4 Inventa i crea activitats per tal de fomentar l’ús de la llengua estrangera i les posa en pràctica a l’aula d’educació primària.
Type B Code Learning outcomes
 B3 Search for new procedures and methods.
Type C Code Learning outcomes
 C1 Express opinions on abstract or cultural topics in a limited fashion.

Contents
Topic Sub-topic
Communicative usage of the English language. -Introduction to phonetics.

-Formal, standard, informal English & slang.

-Accents of the English language.

-British English versus American English.
Activities to improve the oral competence. -Mock interviews, public speeches & discussion groups.
Activities to promote oral skills at school. -Storytelling, jokes, tongue twisters, idioms & popular expressions.
Cultural aspects of the English language. -Festivities of the English-speaking countries.

-Music & food.

-Cinema.

Planning
Methodologies  ::  Tests
  Competences (*) Class hours
 Hours outside the classroom
 (**) Total hours
Introductory activities
C1
 2 0 2
Lecture
B3
 28 1 29
Presentations / expositions
MI3
 8 16 24
Problem solving, classroom exercises
MI4
 48 0 48
Assignments
MI3
 7 30 37
Forums of discussion
MI4
 1 2.5 3.5
Portfolios/Learning folder
B3
 0.5 5.5 6
Personal tuition
C1
 0.5 0 0.5
 
 
(*) On e-learning, hours of virtual attendance of the teacher.
(**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies
Methodologies
  Description
Introductory activities Activitats encaminades a prendre contacte i a recollir informació dels estudiants i presentació de l’assignatura.
Lecture Exposició dels continguts de l'assignatura.
Presentations / expositions Exposició oral per part dels estudiants d'un tema concret o d'un treball (prèvia presentació escrita).
Problem solving, classroom exercises Formulació, anàlisi, resolució i debat d'un problema o exercici, relacionat amb la temàtica de l'assignatura.
Assignments Treballs que realitza l'estudiant.
Forums of discussion Activitat, a través de les TIC, on es debaten temes d'actualitat relacionats amb l'àmbit acadèmic i/o professional.
Portfolios/Learning folder Tècnica de recopilació i organització d’evidències que promouen la reflexió de l'estudiant sobre la seva evolució i demostren el seu assoliment de competències professionals que el capaciten per a un desenvolupament professional satisfactori.
Personal tuition Temps que cada professor té reservat per atendre i resoldre dubtes als estudiants.

Personalized attention
Description
For knowing the students even better and for having a better idea of their improvement of their communicative competence in English, we will ask the students to meet the teacher in a small group, at least, once during the year. If the students need to talk to the teacher they will try to reach him/her through moodle and, if they need to, they will ask for an appointment for a personal meeting. The teacher has also some attention to students hours in which he will be in the office in room 5 of the 1st floor of Ventura i Gasol building.

Assessment
Methodologies Competences Description Weight        
Lecture
B3
 S'avaluarà l'assistència a totes les sessions i les absències injustificades seran penalitzades.
Presentations / expositions
MI3
 Realització de tres tasques relacionades bé amb continguts ja treballats a l'aula o bé amb tòpics amb què l'alumnat haurà de fer recerca i treballar a casa. 3.0
Problem solving, classroom exercises
MI4
 Mitjançant l'observació, s'anirà registrant en un diari d'aula la participació activa de l'alumnat a totes les sessions, els fòrums virtuals setmanals i les entrevistes de tutorització. 0.75
Assignments
MI3
 Realització de set petits treballs estretament relacionades amb continguts treballats a l'aula. 4.0
Forums of discussion
MI4
 S'avaluarà la participació activa als fòrums virtuals setmanals. 0.75
Portfolios/Learning folder
B3
 Elaboració d'un portafolis electrònic setmanal on l'alumne haurà d'anar reflectint les seves vivències i els seus pensaments, així com les seves habilitats i dificultats trobades durant les sessions per tal de reflexionar sobre la seva pròpia evolució. 1.5
Others  
 
Other comments and second exam session

This subject is practical subject and the students must prove their knowledge of it through their participation and the different tasks they must submit.

None of the tasks weights more than half of the final grade, so none of the tasks is essential to pass the subject.

These two reasons force us to have one only "convocatòria". There are no "remedial exams" or extra works the students can present to pass the subject if they fail.

After each task, the students will receive the corresponding feedback that will enable them to improve but they will NOT be able to resubmit the task.

The final grade will be calculated out of a formula. This consists on the addition of all the tasks and the participation. We will then calculate this same value and multiply it for the % of attendance. We will add both results and divide them by two.

This is:

- If student A has a 10 as a result the different tasks but has attended to 75% of the lessons, this student will have a final grade of: 8,75 that comes from: ((10) + (10 75%)) / 2 = 8,75

- If student B has a 5 as a result of the different tasks but has attended a 100% of the lessons, this student will have a final grade of: 5 that comes from: ((5) + (5 100%)) / 2 = 5

- If student C has a 7 as a result of the different tasks but has attended a 10% of the lessons, this student will have a final grade of: 3,85 that comes from: ((7) + (7 10%)) / 2 = 3,85

Note that if we find plagiarism in any of the tasks the student will NOT be allowed to present any other task, and he or she will DIRECTLY FAIL the subject.

Depending on the case we might even proceed to file a report of the conduct.

All the works presented in this subject must be original and must be created with the students own command of English (the use of translation tools for translating paragraphs, sentences or expressions will also be considered plagiarism).

Sources of information

Basic Power, Mark, Presenting in English: How to give successful presentations., , Andover, UK: Heinle Cengage Learning, cop. 2011
Hewings, Martin, English pronunciation in use: advanced: self-study and classroom use., , Cambridge: Cambridge University Press, 2007
Hewings, Martin & Goldstein, Sharon, Pronunciation plus: practice through interaction: North American English., , Cambridge, United Kingdom: Cambridge University Pr
Conan Doyle, Arthur, The Adventures of Sherlock Holmes., , England, 1892
, Why speaking proper English is important for your career? (article) , , Exforsys Inc., 6th Jun 2007
Batista, Tanja, Greetings & goodbyes in the English language. (article), , Suite101 web page, 12th Mar 2012
, What are some American tongue twisters? (article) , , Wisegeek web page
Finley, Dave, Public speaking: some does and don'ts. (article), ,
Engel, Matthew, Americanisms: 50 of your most noted examples. (article), , BBC UK web page, 20th Jul 2011
Oliver, Roser & Jené, Lluís, Do you speak English?, , 30 minuts (TV3), 23rd Dec 2012

Complementary

Recommendations


Subjects that it is recommended to have taken before
KNOWLEDGE AND USE OF A FOREIGN LANGUAGE I/11234207
KNOWLEDGE AND USE OF A FOREIGN LANGUAGE II/11234216
 
Other comments
In this subject we will be targeting for a B-2 (according to the Common European Framework of Reference for Languages). This course is not the right place to learn English at all; it is the place to develop, improve and strenghten oral skills and learn how to teach children English. Attendance is not only compulsory, but a very important part of the subject, without which no student is going to be able to pass. That is why everyone, willing to take this subject, should come to all the sessions as much as possible. Participation is essential as well; the more you get involved the more you will learn.
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.